چکیده:
The aim of this study is to investigate the effect of metacognitive beliefs and self-regulatory
strategies on students’ educational motivation. The statistical population of the study is all
students in secondary girl schools in the second zone in Tehran that 363 of them were
selected from simple random sampling as a sample of research. The results obtained from
the regression test showed that metacognitive beliefs and self-regulatory strategies have an
effect on academic motivation. The results of the Pearson correlation test between
components of cognitive beliefs and educational development showed that there are
significant positive correlation between academic progresses with components of trust to
memory and positive beliefs about negative relationship concern with components of being
unruliness, cognitive self-awareness and need to control thoughts. Also, the results of
correlation test between the components of incentive strategies and educational development
showed that there are significant positive correlation between academic progress with
motivational beliefs, cognitive and metacognitive strategies. The results showed that with
increasing metacognitive beliefs and self-regulatory strategies, educational progress has also
increased.
خلاصه ماشینی:
Studying the impact of metacognitive beliefs and self-regulatory strategies on students’ educational motivation Maryam Barati1 , Soheila Bahremand Joo2 , Alireza Mohammadi Aria3 1Master's degree in Educational Psychology, Islamic Azad University Electronic Unit, Iran 2Faculty Member of Islamic Azad University, Roodehen Branch, Roodehen, Iran 3Assistant Professors and Faculty Member of University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
The results obtained from the regression test showed that metacognitive beliefs and self-regulatory strategies have an effect on academic motivation.
The results of the Pearson correlation test between components of cognitive beliefs and educational development showed that there are significant positive correlation between academic progresses with components of trust to memory and positive beliefs about negative relationship concern with components of being unruliness, cognitive self-awareness and need to control thoughts.
Also, the results of correlation test between the components of incentive strategies and educational development showed that there are significant positive correlation between academic progress with motivational beliefs, cognitive and metacognitive strategies.
Field research: In this study, standard questionnaires were used to study the effect of meta-cognitive beliefs and self-regulatory strategies on student's academic motivation.
CONCLUSION AND DISCUSSION The purpose of this research was to "investigate the effect of metacognitive beliefs and self-regulation strategies on student's academic motivation".
Also, the results are consistent with the researches of Lee (2009), Osvalandr and Tob (2009), Acer and Octamys (2010), which their studies showed that cognitive and metacognitive learning strategies are effective in increasing the motivation of academic progress.